Seven questions are addressed to school officials regarding programs and policies of career/vocational education for handicapped students. Questions touch upon such aspects as curricular scope, continuum of placement and service alternatives, transition services, evaluation procedures, and use of nonschool resources. (CL)

Principals from a large public school system recommended actions they would take after reading a conventional program evaluation report. Another group of principals made recommendations after reading a "confidence interval" report. Results indicated that the reporting form did influence decisions about a program's worth. (PP)

A six-stage evaluation model is described for gathering data concerning the relative cost-effectiveness of alternative professional development activities which share common objectives. The model specifies the type of cost effectiveness data to gather and the analysis procedures to use in comparing the relative costs and effectiveness of the…

Provides an overview of recent research related to the teaching of business data processing. It identifies the kind of instructional questions asked, the general types of research methodology used, and comments about the research conclusions. (CT)

Discusses and evaluates Individualized Learning Program for students of Spanish at the College of Charleston focusing on attrition, grade distribution, achievement test scores, and student attitude. Results indicate individualized foreign language instruction is a viable pedagogical alternative to traditional classroom instruction. (Author/BK)

Evaluated three approaches to teaching social skill training (SST). All three conditions showed equivalent improvement in familiarity with SST; however, only the structured learning format and conference workshop format improved evaluative skills significantly. A measure of therapist behavior during a simulated SST session showed roughly…

Issues that must be dealt with when training recreation managers about evaluation skills are discussed and training strategies, such as simulation and case studies, are explored. The importance of converting evaluation techniques and theory into useful daily practices is stressed, whether the training takes place in the classroom or in a staff…

Validation studies, placement-enrollment comparisons, student surveys, and instructor interviews are discussed as operational methods in a synthesizing approach to undergraduate course placement evaluation. A range of suggested questions is coupled with various data sources in placement evaluation schemes and system procedures. (CM)

An outline and example of a field-based program implementation evaluation model and rating scale are described. Teacher, parent, and other influences on the implementation level of the program are discussed. Multiple measures are provided as sources of implementation data. (CM)

The ERS Standard for Program Evaluation encompass front-end analysis, evaluability assessment, formative evaluation, impact evaluation, program monitoring, and evaluation of evaluation. Written as simple admonitory statements, the Standards are organized into sections on formative and negotiation, structure and design, data collection and…

In a recently published article, it was suggested that program evaluation in teacher education is unsophisticated and poorly conducted. Arguments are presented to show that the article presents a limited view of program evaluation efforts being conducted in schools of education. (JN)

Separate selection and pretesting of students eliminate regression effects in the pre-post achievement gain measured in the RMC Model--A method of program evaluation. (CP)

Summarizes the characteristics and collaborative development of an inservice teacher education program for an urban high school and reports the findings of the program evaluation. Concludes that success relates, among other factors, to teacher involvement, appropriate instructional techniques, and locally relevant materials. (DC)

The linked judgments approach is offered as a potential solution to problems of statistical conclusion validity when judges' ratings are employed in pretest-posttest designs. (Author/GK)

A study attempted to identify criteria used to assess faculty development programs in community colleges and to describe the extent to which these colleges believed the evaluation standards were being met. Extensive conclusions are drawn and recommendations are made. The appendix contains the survey questionnaire. (JN)